slide1 n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
THREE KEY CONCEPTS TO KNOW WHEN TEACHING ELLS PowerPoint Presentation
Download Presentation
THREE KEY CONCEPTS TO KNOW WHEN TEACHING ELLS

Loading in 2 Seconds...

play fullscreen
1 / 6

THREE KEY CONCEPTS TO KNOW WHEN TEACHING ELLS - PowerPoint PPT Presentation


  • 107 Views
  • Updated on

THREE KEY CONCEPTS TO KNOW WHEN TEACHING ELLS. Raising Student Achievement Conference December 7, 2010 Karen A. Carrier, Ph.D. kcarrier@niu.edu. KEY CONCEPT #1 TIME TO ACQUIRE A LANGUAGE. L1 development 0 to 6 years, oral language 7 to 13 years, written language L2 development

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

THREE KEY CONCEPTS TO KNOW WHEN TEACHING ELLS


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
    Presentation Transcript
    1. THREE KEY CONCEPTS TO KNOW WHEN TEACHING ELLS Raising Student Achievement Conference December 7, 2010 Karen A. Carrier, Ph.D. kcarrier@niu.edu

    2. KEY CONCEPT #1 TIME TO ACQUIRE A LANGUAGE • L1 development • 0 to 6 years, oral language • 7 to 13 years, written language • L2 development • 1 to 3 years, basic interpersonal communication skills (BICS) • 5 to 7 years, cognitive academic language proficiency (CALP) with L1 literacy - 7 to 10 years for CALP if weak prior educational background, L2 literacy

    3. KEY CONCEPT #2ELLS DO TWO JOBS • Learning Language • Learning Academic Content AT THE SAME TIME!

    4. KEY CONCEPT #3PROVIDE MULTIPLE MODES OF INPUT & OUTPUT

    5. PRINT RESOURCES Law, B., & Eckes, M. (2010). The more-than-just-surviving handbook: ELL for every classroom teacher (3rd ed.). Winnepeg, Canada: Portage & Main/Peguis Publishers. Herrell, A. L., & Jordan, M. (2011). 50 strategies for teaching English language learners (4th ed.). Boston: Allyn & Bacon. Reiss, J. (2008). 102 content strategies for English language learners: Teaching for academic success in grades 3-12. Upper Saddle River, NJ: Merrill/Prentice Hall. Vogt, M., & Echevarria, J. (2008). Ninety-nine ideas and activities for teaching English learners with the SIOP Model. Boston: Allyn & Bacon.

    6. MORE PRINT RESOURCES! Sundem, G., Krieger, J., & Pikiewicz, K. (2008). Ten languages you’ll need most in the classroom: A guide to communicating with English language learners and their families. Thousand Oaks, CA: Corwin Press. Klingner, J. K., Hoover, J. J., & Baca, L. M. (2008). Why do English language learners struggle with reading? Distinguishing language acquisition from learning disabilities. Thousand Oaks, CA: Corwin Press. Reiss, J. (2005). Teaching content to English language learners: Strategies for secondary school success. White Plains, NY: Longman. Reiss, J. (2008). One hundred two content strategies for English language learners: Teaching for academic success in grades 3-12. Upper Saddle River, NJ: Pearson Merrill/Prentice Hall.